Study methods have attracted much social concern. Some educational specialists argued that it is more important to understand concepts and to learn facts. Personally, I bear in mind a strong disagreement with the argument.
On the one hand, what has been put under consideration is studying efficiency. The fact is that learning facts creates chances for students to look at their matters from a realistic perspective. Therefore, they are bound to induce the most crucial and necessary information to study. As a result, this is supposed to be a practical method for students to obtain a deep understanding of the concepts. Consequently, it plays a vital role in proving that conceiving facts stimulate the development of students' study productivity. More importantly, it cannot be denied that by learning facts, students possess a large probability to acknowledge how actually a concept is applied. For instance, in a hand-on physics experiment, students can observe how light transferring through a group of glasses and separated into different color arrays, which cannot be literally described in textbooks. It gradually inspires students and provides them with curious feelings. On that ground, needless to say, there is a likelihood for them to have the motivation to put more effort into studying. As a consequence, students are certain to make progress in raising their academic performance. By and large, it is highly likely that deriving knowledge from facts greatly promotes students' academic records.
On the other hand, some people might say that there are countless numbers of facts so focusing on them forces students to be overwhelmed. Accordingly, it sets extreme stresses on them. However, it is just applicable to a minority. It is widely known that students only need to study appropriate amounts of facts for important knowledge and apply them to the other situation. It follows that they always can put everything under control. Furthermore, conceiving facts stands a golden chance for students to confront many varied circumstances. Correspondingly, it is apparent that they tend to be aware of their strengths and weaknesses. For this reason, it is expected to encourage students to fill their gaps in capability and perfect themselves. This, in turn, forms a significant contribution to upgrading their competence. Subsequently, it is possible for students to be filled with satisfactory feelings. Beyond any doubt, the idea that studying facts makes students extremely stressed is often possible to end in collapse.
In a word, all factors mentioned above are evidence supporting my disagreement. It is highly recommended that everyone should take my writing into careful consideration to make a suitable decision on following a certain studying method.
Grammar and spelling errors:
Line 3, column 992, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...elings. On that ground, needless to say, there is a likelihood for them to have t...
^^
Transition Words or Phrases used:
accordingly, actually, but, consequently, furthermore, however, if, look, so, therefore, for instance, as a result, by and large, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 25.0 15.1003584229 166% => OK
Auxiliary verbs: 7.0 9.8082437276 71% => OK
Conjunction : 8.0 13.8261648746 58% => More conjunction wanted.
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 44.0 43.0788530466 102% => OK
Preposition: 62.0 52.1666666667 119% => OK
Nominalization: 16.0 8.0752688172 198% => OK
Performance on vocabulary words:
No of characters: 2354.0 1977.66487455 119% => OK
No of words: 434.0 407.700716846 106% => OK
Chars per words: 5.42396313364 4.8611393121 112% => OK
Fourth root words length: 4.56428161445 4.48103885553 102% => OK
Word Length SD: 3.15126852571 2.67179642975 118% => OK
Unique words: 244.0 212.727598566 115% => OK
Unique words percentage: 0.562211981567 0.524837075471 107% => OK
syllable_count: 718.2 618.680645161 116% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 9.59856630824 156% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 27.0 20.6003584229 131% => OK
Sentence length: 16.0 20.1344086022 79% => The Avg. Sentence Length is relatively short.
Sentence length SD: 36.9120111975 48.9658058833 75% => OK
Chars per sentence: 87.1851851852 100.406767564 87% => OK
Words per sentence: 16.0740740741 20.6045352989 78% => OK
Discourse Markers: 5.44444444444 5.45110844103 100% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 18.0 11.8709677419 152% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0 0.236089414692 0% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0 0.076458572812 0% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0 0.0737576698707 0% => Sentences are similar to each other.
Paragraph topic coherence: 0.0 0.150856017488 0% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0 0.0645574589148 0% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 12.1 11.7677419355 103% => OK
flesch_reading_ease: 46.78 58.1214874552 80% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.7 10.1575268817 105% => OK
coleman_liau_index: 13.86 10.9000537634 127% => OK
dale_chall_readability_score: 9.31 8.01818996416 116% => OK
difficult_words: 134.0 86.8835125448 154% => OK
linsear_write_formula: 7.5 10.002688172 75% => OK
gunning_fog: 8.4 10.0537634409 84% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 3.33333333333 out of 100
Scores by essay e-grader: 1.0 Out of 30
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.